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All Outputs (1380)

Wellbeing with/out noticing: Developing an Outdoor Community and Learning Space on a University Campus (2025)
Book Chapter
Elliot, J., Dixon, K., & Wood, E. Wellbeing with/out noticing: Developing an Outdoor Community and Learning Space on a University Campus. In Nature, Outdoor Learning and Wellbeing. Bloomsbury

There is very little literature on the use of outdoor spaces in higher education despite the pedagogic potential of these spaces, the embodied nature of learning, and the ways we are always in relation with the world. This chapter outlines the ration... Read More about Wellbeing with/out noticing: Developing an Outdoor Community and Learning Space on a University Campus.

Young Children’s Perspectives on Teacher Gender: Contextualizing Gender Stereotypes and Inclusive Practices in Early Childhood Education and Care (2025)
Book
Brody, D., Xu, Y., Emilsen, K., & Coles, L. (Eds.). (in press). Young Children’s Perspectives on Teacher Gender: Contextualizing Gender Stereotypes and Inclusive Practices in Early Childhood Education and Care. Routledge

This book draws on ethnographic studies in nine countries across six continents to examine children’s perspectives on their male and female teachers.

Contributors from China, Brazil, Australia, South Africa, Israel, Turkey, Norway, UK, and the USA... Read More about Young Children’s Perspectives on Teacher Gender: Contextualizing Gender Stereotypes and Inclusive Practices in Early Childhood Education and Care.

Chinese young children’s perspectives on gender and their teachers in a high-socio-economic-status kindergarten (2025)
Book Chapter
Zhang, J., Chen, Z., Zhu, Y., Xu, Y., & Li, M. (in press). Chinese young children’s perspectives on gender and their teachers in a high-socio-economic-status kindergarten. In D. Brody, Y. Xu, K. Emilsen, & L. Coles (Eds.), Young Children’s Perspectives on Teacher Gender: Contextualizing Gender Stereotypes and Inclusive Practices in Early Childhood Education and Care. Routledge

This chapter presents findings from a case study in a private, international kindergarten serving 3-6 years old children from affluent and high socio-economic status (SES) families in Hangzhou City, China. Building on existing research (Xu, 2020) tha... Read More about Chinese young children’s perspectives on gender and their teachers in a high-socio-economic-status kindergarten.

A cross-cultural theoretical framework for understanding children’s perspectives of gender in early childhood education and care (ECEC) across countries (2025)
Book Chapter
Xu, Y., Ljunggren, B., & Bhana, D. (in press). A cross-cultural theoretical framework for understanding children’s perspectives of gender in early childhood education and care (ECEC) across countries. In D. Brody, Y. Xu, K. Emilsen, & L. Coles (Eds.), Young Children’s Perspectives on Teacher Gender: Contextualizing Gender Stereotypes and Inclusive Practices in Early Childhood Education and Care. Routledge

This chapter presents a cross-cultural theoretical framework that draws on a hybrid of gender, sociological, and educational theories to interpret and understand children’s perspectives of their teachers across nine countries’ contexts. We start with... Read More about A cross-cultural theoretical framework for understanding children’s perspectives of gender in early childhood education and care (ECEC) across countries.

Insights and the importance of (researching) children’s perspectives on gender (2025)
Book Chapter
Brody, D., & Xu, Y. (in press). Insights and the importance of (researching) children’s perspectives on gender. In Young Children’s Perspectives on Teacher Gender: Contextualizing Gender Stereotypes and Inclusive Practices in Early Childhood Education and Care. Routledge

The final chapter encompasses insights drawn from answers to the research questions. Children identified types of activities and ascribed different emotions to their male and female teachers. Staffing and organizational structure of the sites relate... Read More about Insights and the importance of (researching) children’s perspectives on gender.

Primary homework through a relational mothering lens: Spatiotemporal, embodied and linguistic features of homework interactions (2025)
Journal Article
Lehner-Mear, R. (in press). Primary homework through a relational mothering lens: Spatiotemporal, embodied and linguistic features of homework interactions. British Journal of Sociology of Education,

In the UK, primary homework is increasingly experienced as an integral part of parental responsibility and practices. However, its framing as a teacher-directed activity results in limited understanding of the social and relational dimensions of home... Read More about Primary homework through a relational mothering lens: Spatiotemporal, embodied and linguistic features of homework interactions.

Philosophy with Refugees and Sanctuary Seekers (2025)
Journal Article
Fisher, A., McIntyre, J., & Muhangi, S. (2025). Philosophy with Refugees and Sanctuary Seekers. Teaching Philosophy, 48(2), 231-250. https://doi.org/10.5840/teachphil2025623224

This paper outlines a teaching initiative designed to introduce philosophy to sanctuary seekers and refugees. Despite facing challenges such as scheduling conflicts and inconsistent attendance, the program demonstrated success. Participants displayed... Read More about Philosophy with Refugees and Sanctuary Seekers.

Mathematics provision and non-participation at advanced level in England: Who is not studying post-16 mathematics? (2025)
Journal Article
Norris, J., & Noyes, A. (2025). Mathematics provision and non-participation at advanced level in England: Who is not studying post-16 mathematics?. Teaching Mathematics and its Applications, https://doi.org/10.1093/teamat/hraf009

While the importance of continued mathematics study for 16–18-year-olds in England is widely agreed, recent initiatives to raise participation have muddied the waters around who is, and is not, studying post-16 mathematics. In order to find ways of e... Read More about Mathematics provision and non-participation at advanced level in England: Who is not studying post-16 mathematics?.

Teacher education for inclusive education: A scoping review of Global South scholarship (2025)
Journal Article
WALTON, E., & Herrera-Seda, C. (2025). Teacher education for inclusive education: A scoping review of Global South scholarship. Journal of Education for Teaching, https://doi.org/10.1080/02607476.2025.2520792

Teacher education is important for the successful implementation of inclusive education. Research on this topic has increased in recent years across the world. But the knowledge produced in Global South countries is relatively less visible and is inf... Read More about Teacher education for inclusive education: A scoping review of Global South scholarship.

Poetic professional learning through self-study in educational research (2025)
Book Chapter
Pithouse-Morgan, K., Madondo, S., & Hiralaal, A. (2025). Poetic professional learning through self-study in educational research. In D. L. Mulligan, M. Forbes, E. A. Anteliz, & P. Alan Danaher (Eds.), The Palgrave Handbook of Autoethnographic and Self-Study Education Research Methods. Palgrave Macmillan

This chapter explores the integration of poetic professional learning within self-study research, as illustrated by the doctoral inquiries of S’phiwe Madondo (2021) and Anita Hiralaal (2018), guided by Kathleen Pithouse-Morgan. It examines how poetry... Read More about Poetic professional learning through self-study in educational research.

‘I can finally excel as myself’: exploring an employment programme for neurodivergent adults (2025)
Journal Article
Costley, D. (2025). ‘I can finally excel as myself’: exploring an employment programme for neurodivergent adults. Research in Post-Compulsory Education, https://doi.org/10.1080/13596748.2025.2502258

Neurodivergent adults are often unemployed, underemployed or in short term precarious employment. Despite having a lot to contribute to the workplace, neurodivergent people find the current human resource (HR) practices of most organisations difficu... Read More about ‘I can finally excel as myself’: exploring an employment programme for neurodivergent adults.

Gatekeepers of knowledge production on higher education: journal editorial board networks and working practices (2025)
Report
Hordosy, R., Vega Castillo, M. A., Brown, E., & Myers, M. (2025). Gatekeepers of knowledge production on higher education: journal editorial board networks and working practices. Society for Research into Higher Education

Executive summary

This research project explored scholarly production and gatekeeping in the field of higher education, building on our earlier work exploring sociology journals (Brown et al., 2025). Throughout the report we present our methodolog... Read More about Gatekeepers of knowledge production on higher education: journal editorial board networks and working practices.

AI4Green4Students: Promoting Sustainable Chemistry in Undergraduate Laboratories with an Electronic Lab Notebook (2025)
Journal Article
Nwafor, P. C., Gurung, S., van Krimpen, P., Schnaubert, L., Jolley, K., Pearman-Kanza, S., Willoughby, C., & Hirst, J. D. (2025). AI4Green4Students: Promoting Sustainable Chemistry in Undergraduate Laboratories with an Electronic Lab Notebook. Journal of Chemical Education, https://doi.org/10.1021/acs.jchemed.4c01393

AI4Green is an open-source, machine-learning-powered electronic laboratory notebook (ELN) developed to help chemists mitigate environmental impacts, particularly within the pharmaceutical sector. This study presents AI4Green4Students, a pedagogically... Read More about AI4Green4Students: Promoting Sustainable Chemistry in Undergraduate Laboratories with an Electronic Lab Notebook.

Reimagining Qualitative Literature Reviewing Through Collaborative Feedback Poetry (2025)
Journal Article
PITHOUSE-MORGAN, K., & Phoung Le, N. (in press). Reimagining Qualitative Literature Reviewing Through Collaborative Feedback Poetry. Qualitative Inquiry,

This think piece contributes to qualitative inquiry and higher education by introducing collaborative feedback poetry as a theoretically and pedagogically grounded approach to literature reviewing. Co-authored by an education professor and a graduate... Read More about Reimagining Qualitative Literature Reviewing Through Collaborative Feedback Poetry.

(Re)Imagining the future of education: a critical discourse analysis of digital transformation policies in China and Denmark (2025)
Journal Article
Kollerup, J. B., Li, M., & Yuan, T. (2025). (Re)Imagining the future of education: a critical discourse analysis of digital transformation policies in China and Denmark. Comparative Education, https://doi.org/10.1080/03050068.2025.2503070

This study presents a Critical Discourse Analysis of education digitalisation policies in China and Denmark, examining each country’s approach to digital transformation in education in the pursuit of equitable, high-quality education for all. The ana... Read More about (Re)Imagining the future of education: a critical discourse analysis of digital transformation policies in China and Denmark.

The Future of Informal Apprenticeship in the Artisanal Pottery Sector (2025)
Presentation / Conference Contribution
Wedekind, V., Li, M., & Holstein, J. (2025, May). The Future of Informal Apprenticeship in the Artisanal Pottery Sector. Presented at “Apprenticeships: Future global trends”, 9th Research Conference of the International Network for Innovative Apprenticeship (INAP), Hatfield, Hertfordshire

With the decline of the ceramics industry and colleges in the UK the formal apprenticeship system and training programmes associated with ceramics has disappeared. However, there remain a large number of commercial studio-based potters in the United... Read More about The Future of Informal Apprenticeship in the Artisanal Pottery Sector.

'The sun was so thirsty it drank all the water!' Co-constructing pedagogies for environmental education in UK primary schools (2025)
Journal Article
Salvi, F., Wijaya-Mulya, T., Sabine, A., & Tjahjono, E. (2025). 'The sun was so thirsty it drank all the water!' Co-constructing pedagogies for environmental education in UK primary schools. Children's Geographies, https://doi.org/10.1080/14733285.2025.2499456

Children are often positioned as future leaders, yet given few opportunities to lead in their local communities-schools a prime example. In response to calls for more inclusive and child-led pedagogies, we carried out a study around the question: Wha... Read More about 'The sun was so thirsty it drank all the water!' Co-constructing pedagogies for environmental education in UK primary schools.

Self-Study as a Movement and Methodology for Inside-Out Educational Change: Foundations, Characteristics, and Exemplars (2025)
Book Chapter
Pithouse-Morgan, K., Kortjass, M., & Mkhize-Mthembu, N. (2025). Self-Study as a Movement and Methodology for Inside-Out Educational Change: Foundations, Characteristics, and Exemplars. In D. Wyse, V. Baumfield, N. Mockler, & M. Reardon (Eds.), The BERA-SAGE International Handbook of Research-Informed Education Policy and Practice (1-19). SAGE Publications

This chapter traces the evolution of the self-study research field since the 1990s, highlighting it as a growing force for change among education practitioners and scholars. It examines the historical backdrop of the field and identifies a set of eig... Read More about Self-Study as a Movement and Methodology for Inside-Out Educational Change: Foundations, Characteristics, and Exemplars.